Prior student achievement, collaborative school processes, and collective teacher efficacy

• Published in: Leadership and policy in schools 2004-09, Vol.3 (3), p.163-188
• Main Authors: Ross, John A, Hogaboam-Gray, Anne, Gray, Peter
• Format: Article
• Language: English
• Subjects: Academic Achievement; Canada; Effektivität; Elementary School Teachers; Empirische Untersuchung; Family Income; Fragebogenerhebung; Goal Orientation; Grade 6; Gruppenbeziehung; Kanada; Leadership Responsibility; Lehrer; Lehrerkollegium; Leistung; Leistungsüberprüfung; Mathematics Achievement; Mitbestimmung; Ontario; Participative Decision Making; Prior Learning; Schule; Schulkultur; Schulleitung; Schüler; Schülerleistung; Selbstbewusstsein; Selbsteinschätzung; Self Efficacy; Social Cognition; Social Theories; Structural Equation Models; Teacher Collaboration; Teacher Competencies; Teacher Effectiveness; Teacher Empowerment; Teacher Influence; Teacher Participation; Team Teaching; Teamarbeit; Teamwork
• ISSN: 1570-0763; 1744-5043
• DOI: 10.1080/15700760490503689

Collective teacher efficacy refers to teacher perceptions that they constitute an effective instructional team, capable of bringing about learning in students. Previous research demonstrates that a school staff with a strong sense of collective efficacy is likely to generate high student achievement. This study of 2,170 teachers in 141 elementary schools... examined the antecedents of collective teacher efficacy. The study found that prior student achievement in grade 6 mathematics predicted collective teacher efficacy, as expected by social cognition theory. The study also found that school processes that promoted teacher ownership of school directions (shared school goals, school-wide decision making, fit of plans with school needs, and empowering principal leadership) exerted an even stronger influence on collective teacher efficacy than prior student achievement. School cohesion and support contributed to collective teacher efficacy, but only in domains in which the school had control over ist directions. (DIPF/Orig.).